Northern Arizona University - College of Education

COE Faculty - Susan Marks

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Northern Arizona University
College of Education

PO Box 5774
Flagstaff, AZ 86011-5774
(928) 523-2611

Susan U Marks

Professor
COE: Educational Specialties

Office: 202-F
Phone: +1 928 523-8570
Email: susan.marks@nau.edu
 

B.A.: California State University, Fresno
M.A.: California State University, Fresno
Ph.D: University of Oregon

Board Certified Behavior Analyst (BCBA-D)

Arizona Licensed Behavior Analyst


Areas of Teaching:

Special Education

Research Interests:

Teacher development, cognition, and professional practice; School reform and restructuring; Positive Behavioral Supports for students with challenging behaviors; Practices for students with Autism Spectrum Disorders; Curriculum planning and teaching strategies for inclusive schools; Instructional planning and teaching strategies for culturally and linguistically diverse exceptional students; Assessment practices;Qualitative and collaborative research methodologies; Evaluation Research.

Professional/Honorary Affiliations:

  • Council for Exceptional Children (CEC)
    • Division for Research
    • Division on Autism and Developmental Disabilities
  • The Association for Persons with Severe Disabilities (TASH)
  • Arizona TASH (board member)
  • American Association on Intellectual and Developmental Disabilities (AAIDD)
  • Arizona Autism Coalition
  • Applied Behavior Analysis International (ABAI)
  • Association for Positive Behavior Support (APBS)

Select Publications:

  • Marks, S.U., Kurth, J., & Pirtle, J. (2013). The effect of "measurable and rigorous" state performance goals for addressing "free and appropriate public education with the least restrictive environment". Inclusion, 1, 209-217.
  • Marks, S.U., & Kurth, J. (2013). Examination of disproportionality of autism in the U.S. Journal of the International Association for Special Education, 13, 9-21.
  • Marks, S.U. (2011). Special education: More about social justice, less about caring.  Phi Delta Kappan, 93, 80.
  • Marks, S.U. (2010). Social justice themes from a preservice fieldwork experience to include students with severe disabilities. Journal of the International Society for Teacher Education, 14(2).
  • Marks, S.U., Lemley, C.K., & Wood, G.K. (2010). The persistent issue of disproportionality in special education and why it still hasn't gone away. PowerPlay: A Journal of Educational Justice, 1, 4-19.
  • Marks, S.U. (2009). Nature vs. nurture and special education. Phi Delta Kappan, 91, 80.
  • Schafer, J., & Marks,S. U. (2008). Self-determination through a movie project. Teaching Exceptional Children-Plus, 3-12.
  • Marks, S.U. (2008). Self-determination for students with intellectual disabilities: What I want every educator to know. Phi Delta Kappan, 90, 55-58.
  • Van-Belle, J., Marks, S. U., Martin, R., & Chun, M. (2006).Voicing one's dreams: High school students with developmental disabilities learn about self-advocacy. Teaching Exceptional Children, 38, 40-46. 
  • Marks, S. U., Matson, A., & Barraza, L., (2006). The impact of siblings with disabilities on individuals pursuing a career in the special education field. Research and Practice in Severe Disabilities, 30, 205-218.
  • Marks, S. U., Hudson, J., Schrader, C., & Levine, M. (2006). Reconsidering Behavior Management for Students with Autism Spectrum Disorders.  Beyond Behavior, 7-12.
  • Marks, S. U. & Long, P. (2004). The student with Asperger's syndrome: A case of being misunderstood .  Beyond Behavior, 27-28.
  • Marks, S.U., Shaw-Hegwer,J., Schrader, C., Longaker, T., Peters, I., Levine, M. (2003). Instructional management tips for teachers of students with Autism Spectrum Disorder (ASD).  Teaching Exceptional Children, 35, 50-55.
  • Marks, S. U., Schrader, C., Longaker, T., & Levine, M.(2000). Portraits of three adolescent students with Asperger's syndrome: Personal stories and how they can inform practice. Research and Practice in Severe Disabilities, 25, 3-17.
  • Marks, S. U., Schrader, C., Levine, M., Hagie, C., Longaker, T.,Morales, M., & Peters, I. (1999). Social skills for social ills: Supporting the social skills development of adolescent students with Asperger's syndrome. Teaching Exceptional Children, 32, 56-61.
  • Marks, S. U., Schrader, C., & Levine, M. (1999). Paraeducators in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65, 329-337.
  • Gersten, R., Baker, S.,& Marks, S. U. (1998). Teaching English-Language Learners with learning difficulties: Guiding principles and examples from research-based practice. Reston, VA: Council for Exceptional Children. 


Media:
    Producer of Vectors of Autism: A documentary about Laura Nagle (2012)
http://lauranagle.net/Film


 
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